İç Mimarlık Öğrencilerinin Mesleki Farkındalık Düzeylerinin Uygulama Ödevi ile Değerlendirmesi

Year 2023, Volume: 8 Issue: Special Issue, 378 - 393, 26.12.2023

Sebnem Ertas Besır , Filiz Tavşan , Osman Arayıcı , Merih Kasap , Ayşan Ilgın Polat , Mücahit Gül , Hatice Eda Gül

https://doi.org/10.30785/mbud.1346412

Abstract

Bu araştırma, mimarlık fakültesi lisans programında yürütülen iç mekanda yapısal olmayan elemanlar açısından deprem farkındalığı eğitiminin iç mimarlık öğrencilerinin depreme karşı mesleki farkındalıklarını arttıracak uygulama ödevinin öğrencilerin bilgi düzeyine etkisini belirlemek amacıyla hazırlanmıştır. Bu kapsamda, pilot çalışma ve uygulama çalışması karşılaştırıldığında uygulama çalışmasının 7.67 katlık artışı ile daha yüksek bir değere sahip olduğu görülmüştür. Bu oranın artması özellikle 6 şubat depremi sonrası öğrencilerin mesleki farkındalıklarını etkilediğini de gösterebilir. Sonuç olarak hem pilot çalışmada hem de uygulama çalışmasında öğrencilerin iç mekanda yapısal olmayan elemanlar konusunda mesleki farkındalıklarında önemli bir artış olduğu görülmüştür. Böylece ders verme sürecinde yapıların uygulamaları incelenirken tehlike, risk ve önlemlerin ortaya konması için 11 modülün etkili olduğunu göstermiştir.

Keywords

Deprem, yapısal olmayan elemanlar, deprem farkındalığı

Project Number

121K927

Evaluation of Professional Awareness Levels of Interior Architecture Students with Practice Assignment

Abstract

This study was conducted to determine the effect of earthquake awareness training for non-structural elements in the interior, which was conducted in the undergraduate program of the faculty of architecture, on the level of knowledge of the students, with a practice assignment that will increase the professional awareness of interior architecture students. When pilot study and practice study were compared, it was discovered that the practice study had a higher value with an increase of 7.67. The increase in this rate may also indicate that it has an impact on students' professional awareness, particularly following the 6 February earthquake. Consequently, both in the pilot study and the practice study, there was a considerable improvement in students' professional awareness of non-structural aspects in the interior. Thus, it has been demonstrated that 11 modules are effective in disclosing hazards, risks, and precautions while investigating structural applications in the teaching process.

Keywords

Earthquake, non-structural elements, earthquake awareness

Supporting Institution

TÜBİTAK

Project Number

121K927

Thanks

The article complies with national and international research and publication ethics. We would like to thank all the students who participated in the study. This paper was prepared within the scope of the project titled "Improving Knowledge and Awareness of Interior Architecture Students with a Measurable Method and a Training Program for The Risks and Hazards Caused by Non-Structural Elements During Earthquake Process (121K927)” which is supported within the special call of TÜBİTAK 1001 - Support Program for Scientific and Technological Research Projects. Therefore, ethical approval was obtained from the University Ethics Committee for the study. This study has received approval from Akdeniz University's ethics committee (Meeting number: 04; Decision number: 07; Date: 07.07.2021). Both target universities gave their official approval for the application. Each student also completed a consent form, which included information about the scientific rationale for the questionnaire survey and the use of data with their written and verbal informed consent. Turkey had an earthquake disaster during the time when we were writing this paper (on February 6, 2023). We dedicate our efforts to those who lost their lives, lost loved ones, and were directly affected by the earthquake. We thank the students who attended the pilot study from Akdeniz University listed as; Alperen Aksoy, Gamze Nur Kurt, Medine Aslıhan Uyar, Aslı Gözel, Betül Nur Dinsever, Ecrin Yılmaz, Ibrahim Tahhuşoğlu, Esra Küçük, Furkan Karaağaçlı, Büşra Çeliktürk, Esra Akdemir, İrem Aksu, Dorsa Kazemi, Mehmet Enes Özcan, Cahit Ata, Arda Gazeli, Beyza Balkan, Zehra Karaca, Gülcan Meşe, Ceren Kocaman, Mehdi Mohammadpour, and from Altınbaş University listed as; Buse Nur Mutlu, Sena Aşkan, Serhat Yurtseven, Emirhan Demirbaş, Beyzanur Akar, Mihrişah Binbuğaü, Hakan Özgür, M.Sude Yanık, Begüm Öner, Sedanur Taşkıran, Jan Alsalıhı, Daniah Salahaldeen, Afra Zeynep Solmaz, Volkan Gökçe, Asiye Nur Aydın, Rojda Dağ, Dilara Aydın, Karla Beliz Sarı, Selcan Çolak, Umut Deniz Akcaöz, Doğa Selin Arıca, Resul Ali Koçyiğit and Türkan Yenigün. We thank the students who attended the practice study from Akdeniz University listed as; Aslı Çalışkan, Asmar İbrahimova, Ayşe Feyza Tekin, Azat Gündem, Berçin Ece Kirazcı, Betül Yaldız, Beyza Nur Canbeyli, Burhan Kurtü, Elif Emine Irıs, Fatma İrem Demirci, Ferah Oral, Gizem Gegin, Hacer Eryiğit, Hana Pirçi, Hatice Kaya, Mehveş Bengisu Helvacı, Meriç Öztürk, Öznur Ebru Ünal, Rabia Ergöz, Selin Ataş, Umut Yıldırım, Ülkühan Boz, Zeynep Atak, Zeynep Demirci. and from Karadeniz Technical University listed as; Aykut Can Uluşan, Aslı Köseoğlu, Beyza Durular, Bilgesun Düşme, Delfin Sueda Topaloğlu, Ebru Tiryaki, Elif Çiğdem Kaçmaz, Emre Ceyhan, Gül Albayrak, Hatice Çalışkan, Hatice Rana Pektaş, İlayda Çiçekoğlu, İlhan Coşkun, Nevra Kaya, Nida Özaslan, Ozan Bayram, Rukiye Araz, Sedanur Terzi, Sümeyye Şen, Uğur Kaptan, Yasemin Bulut, Yavuz Selim Soyyiğit, Yeşim Taşçı, Zeliha Nur Unan, Zeynep Akar, Zeynep Bayram, Zeynep Güvendi, Züleyha Sude Büyüktosun. and from Mimar Sinan Fine Arts University listed as; Aleyna İlksen Karataban, Aleyna Yıldırım, Aslı Şengörür, Aslı Polat, Beyza Büşra Sakman, Betül Aydın, Dilara Tokatlıoğlu, Ebral Soncu, Elif Yaren Çolakkadıoğlu, Erdal Bekar, Feyza Çiğdem Eroğlu, Girayhan Ekiz, Hakan Sefa Demirbaş, İlayda Kalınlı, İpek Alp, Miray Doğanay, Niyazi Yiğit Kalın, Özge Özsergin, Gamze Akarsu, Şeyma Sarpbalkan, Tutku Evcümen, Zeynep Güngör and from Altınbaş University listed as; Beyzanur Kethüde, Emirhan Kalkan, İnci Yağan, İpek Bayam, Melis Uyumaz, Muhammet Taha Dağcı and Özge Tayhan.

References

• Adiyoso, W. & Kanegae, H. (2012). The effect of different disaster education programs on tsunami preparedness among schoolchildren in Aceh, Indonesia. Disaster Mitigation of Cultural Heritage and Historic Cities, 6(1), 165-172.
• Akıncıtürk, N. (2003). Yapı tasarımında mimarın deprem bilinci. Uludağ University Journal of The Faculty of Engineering, 8(1), 189-201.
• Ayyıldız, Potur, P. & Metin, H. (2021). Mimarlık eğitiminde depremin yeri ve depremin eğitsel boyutu: Küresel gündem ve Türkiye bağlamı üzerine bir değerlendirme (The Place of Earthquake in Architectural Education and the Educational Dimension of the Earthquake: An Evaluation of the Global Agenda and Turkey Context), MEGARON, 16(2), 223-254 DOI: 10.14744/MEGARON.2020.94210.
• Bhuiya, M. M. R. & Shao, W. (2022). Perceptions of earthquake risks and knowledge about earthquake response among movement challenged persons in Dhaka city of Bangladesh, International Journal of Disaster Risk Reduction, 70, 102743.
• Demirel, Ö. (2009). Kuramdan Uygulamaya Eğitimde Program Geliştirme (12. Baskı). Ankara: Pegem Yayıncılık.
• Dereci, Ş. & Ertaş Beşir, Ş. (2022). The Relationship Between Earthquake and Non-Structural Elements in Departments of Architecture and Interior Architecture in Educational Programs, 2 nd. International Architectural Sciences and Applications Symposium, 9-11 September, 1082-1095.
• Erişen, Y. (1998). Program geliştirme modelleri üzerine bir inceleme. Educational Management in Theory and Practice, 13 (13), 79-97.
• FEMA. (2011). Reducing the Risks of Nonstructural Earthquake Damage–A Practical Guide. Washington: Federal Emergency Management Agency, Washington, DC.
• Han, Z., Liu, J. & Wu, W. N. (2022). Trust and confidence in authorities, responsibility attribution, and natural hazards risk perception. Risk, Hazards & Crisis in Public Policy, 13(3), 221-237.
• Johnston, D., Tarrant, R., Tipler, K., Coomer, M., Pedersen, S. & Garside, R. (2011). Preparing schools for future earthquakes in New Zealand: lessons form an evaluation of a Wellington school Exercise. The Australian Journal of Emergency Management, 26(1), 24-30.
• Karabulut, A. & Marul, M. (2011). Mesleki ve teknik eğitimde eğitim modeli tasarımı. Milli Eğitim, 191, 78-85.
• Karakuş, U. (2014). Depremi yaşamış ve yaşamamış öğrencilerin deprem algılarının, metafor analizi ile incelenmesi. Eastern Geographical Review, 18(29), 97-116. DOI: 10.17295/ataunidcd.31309
• Koukis, T., Kelman, I. & Ganapati, N. E. (2016). Greece-Turkey disaster diplomacy from disaster risk reduction. International Journal of Disaster Risk Reduction, 17, 24–32, https://doi.org/10.1016/j.ijdrr.2016.03.004.
• Maryani, E. (2021). The role of education and geography on disaster preparedness. IOP Conf. Series: Earth and Environmental Science, 683(1), 1-9. https://doi.org/10.1088/1755-1315/683/1/012043
• Metin, H. (2018). Mimarlık Eğitiminde Depremin Yeri ve Depremin Eğitsel Boyutu: Van Örnekleminde Algısal Yargılara Dayalı Bir Araştırma. (Master’s Thesis). Gebze Teknik University, Graduate School of Natural and Applied Sciences, Gebze, Accessed from database of council of higher education thesis center Access Adress (03.08.2021): https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=u4QwlU6rWrxBiYaEnI- p8Q&no=TVPQMoSekYltfXycwtZ0dw
• Mondal, G. & Jain S. K. (2005). Design of non-structural elements for buildings: Areviewof codal provisions. The Indian Concrete Journal, pp. 22-28.
• Ocak, G. (2007). Yöntem ve Teknikler (Editör: Gürbüz Ocak) Öğretim İlke ve Yöntemleri. Ankara: Pegem A Yayıncılık.
• Sakurai, A. (2016), Governance of the education sector and disaster risk reduction, in: K. Shiwaku, A. Sakurai, R. Shaw (Eds.), Disaster Resilience of Education Systems Experiences from Japan, Springer, Tokyo, pp. 11–23.
• Saskatchewan Education. (1991). Instructional Approaches: A Framework for Professional Practice.
• Shaw, R., Mallick, F. & Takeuchi, Y. (2011). Chapter 5 Essentials of Higher Education in Disaster Risk Reduction: Prospects and Challenges, Shaw, R., Shiwaku, K. and Takeuchi, Y. (Ed.) Disaster Education (Community, Environment and Disaster Risk Management, Vol. 7, Emerald Group Publishing Limited, Bingley, pp. 95-113. https://doi.org/10.1108/S2040-7262(2011)0000007011
• Tekin, Ö. & Dikmenli, Y. (2021). Sınıf öğretmeni adaylarının afet bilinci algısı ve deprem bilgi düzeylerinin incelenmesi. Ahi Evran University Institute of Social Sciences Journal, 7(2021), 258-271.
• Türkkan, V. D. & Bezci, İ. (2019). An Evaluation of Furniture Courses in Production and Conveyance of Knowledge in Interior Architecture Education: The Case of Turkey. 2nd International Education in Interior Architecture' Symposium, Ankara Turkey.
• UNISDR, U. (2005). Hyogo framework for action 2005–2015: Building the resilience of nations and communities to disasters. Extract from the final report of the World Conference on Disaster Reduction (A/CONF. 206/6). Vol. 380. Geneva: The United Nations International Strategy for Disaster Reduction.
• Varış, F. (1988). Eğitimde Program Geliştirme. Ankara: Ankara Üniversitesi Basımevi.
• Wei, B., Su, G. & Li, Y. (2020). Evaluating the cognition and response of middle/high school students to earthquake—a case study from the 2013 Mw6.6 Lushan earthquake-hit area, China. International Journal of Disaster Risk Reduction, 51, 101825.
• Winkler, T. & Meguro, K. (1996). Response of interior rigid body assemblies to dynamic excitation. Eleventh World Conference on Earthquake Engineering (1996), 581.